Explore the vast range of titles available.

Libraries and librarians have dealt with patron privacy issues since their inception, often serving as educators and advocates. In today's social media-filled landscape, patron privacy has moved from the safeguarding of traditional library records to the creation, use, and ownership of information maintained in an online world. As the core educators for many aspects of literacy, librarians need to keep pace with the issues their users face daily. This paper centers on privacy literacy as an independent area of instruction for library sessions. It reviews a theoretical framework to support privacy literacy instruction and showcases resources and tools for creating privacy literacy education. Finally, privacy issues in healthcare are used to demonstrate the potential impact of privacy literacy instruction.

This study explores how traditional socioeconomic markers of the digital divide interact with new markers of marginalization when it comes to online privacy protecting behaviors. To do this, we analyze data from a representative sample of social media users in the United States. Using hierarchical linear regression, we explore the relationships between established components of the digital divide, antecedents of privacy concerns, privacy-protecting behaviors, and privacy literacy. Our analysis highlights privacy literacy as a potentially understudied dimension of the digital divide and unpacks how traditional markers of marginalization explain distinct dimensions of privacy-protecting behaviors. Moreover, our findings suggest that the privacy literacy divide can amplify aspects of the second- and third-level digital divides, when translated into privacy-protecting behaviors.

Purpose Existing privacy-related educational materials are not situated in privacy theory, making it hard to understand what specifically children learn about privacy. This article aims to offer learning objectives and guidance grounded in theories of privacy and learning to serve as a foundation for privacy literacy efforts. Design/methodology/approach This article reviews theories of privacy and literacy as social practices and uses these insights to contribute a set of learning objectives for privacy education called the 5Ds of privacy literacy. Findings This article connects the 5Ds of privacy literacy with existing curricular standards and offers guidance for using the 5Ds to create educational efforts for preteens grounded in theories of sociocultural learning. Practical implications Learning scientists, instructional designers and privacy educators can use the 5Ds of privacy literacy to develop educational programs that help children hone their ability to enact appropriate information flows. Social implications Current approaches to privacy education treat privacy as something people need to protect from the incursions of technology, but the authors believe the 5Ds of privacy literacy can redefine privacy – for children and adults alike – as something people experience with the help of technology. Originality/value This study uniquely integrates theories of privacy and learning into an educational framework to guide privacy literacy pedagogy.

Purpose This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals. Design/methodology/approach This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis. Findings This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns. Originality/value This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

Purpose The purpose of this paper is to investigate the attitudes and influential factors of users’ knowledge and use of the tools designated for controlling and enhancing online privacy, which are referred to as online privacy literacy (OPL). Particularly, inspired by the protection motivation theory, a motivational factor is defined as comprising several variables which reflect users’ motivation to protect their online privacy. Design/methodology/approach To this end, a user study was conducted based on the quantitative method with the participation of 169 students from the Israeli academia who were administered closed-ended questionnaires. Findings Generally low to moderate levels of OPL were obtained. Interestingly, the multivariate linear regression analysis showed that motivational factors, such as users’ concern for personal information protection on the internet and users’ privacy self-efficacy and sense of anonymity when visiting a website, were among the strongest predictive factors of users’ OPL level. Social implications This research has social implications that might contribute to an increase in the OPL among internet users. Originality/value The direct influence of the examined factors on users’ OPL was not previously discussed in the literature. As a result of the study, a comprehensive model of user online privacy behavior was constructed.

This study examines the correlation between Online Privacy Literacy (OPL) and privacy protection behaviour (PPB), including evidence of any correlation between the two. In addition, it considers whether factors of intention, attitude, perceived behaviour, subjective norms, and perceived behaviour control mediate the relationship between OPL and PPB online, and whether the relationships between demographic variables may act as moderators. This research took a sequential mixed-methods approach, with Study One employing an online survey of 1040 voluntary digital media users in the Middle East and North Africa (MENA), and Study Two undertaking online interviews with ninety-five participants. The results found a relationship between OPL and PPB. In addition, subjective norms and perceived behaviour control also mediate relationship between OPL and PPB in MENA. Furthermore, while all the participants revealed paradoxical attitudes to PPB, the empirical study highlighted that the male participants tended to demonstrate greater concerns in relation to OPL.

Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules.

Children’s personal data are often collected for commercial aims. Although regulations in different countries aim to protect children’s privacy (e.g., by imposing websites to request parental consent for the processing of children’s data for commercial purposes), concerns about protecting children’s online data continue to rise. This article therefore aims to get insights into parents’ and children’s privacy coping strategies and perceptions underlying these strategies. In-depth interviews with ten parents and nine children (8–11 years) were conducted. Findings show that although children engaged in avoidance (e.g., leaving the particular website) and confrontation (e.g., seeking support) strategies, they mainly did this to protect their privacy from malicious individuals—and not from commercial parties. Participating children also lacked general knowledge about both explicit and implicit data practices. To protect their children’s privacy, parents in this study mainly adopted restrictive mediation strategies, but lacked the knowledge to undertake concrete actions in the case of implicit data collection. Implications for policymakers are discussed.

ChatGPT, an advanced AI language model, presents a transformative opportunity in several fields including the medical education. This article examines the integration of ChatGPT into healthcare learning environments, exploring its potential to revolutionize knowledge acquisition, personalize education, support curriculum development, and enhance clinical reasoning. The AI’s ability to swiftly access and synthesize medical information across various specialties offers significant value to students and professionals alike. It provides rapid answers to queries on medical theories, treatment guidelines, and diagnostic methods, potentially accelerating the learning curve. The paper emphasizes the necessity of verifying ChatGPT’s outputs against authoritative medical sources. A key advantage highlighted is the AI’s capacity to tailor learning experiences by assessing individual needs, accommodating diverse learning styles, and offering personalized feedback. The article also considers ChatGPT’s role in shaping curricula and assessment techniques, suggesting that educators may need to adapt their methods to incorporate AI-driven learning tools. Additionally, it explores how ChatGPT could bolster clinical problem-solving through AI-powered simulations, fostering critical thinking and diagnostic acumen among students. While recognizing ChatGPT’s transformative potential in medical education, the article stresses the importance of thoughtful implementation, continuous validation, and the establishment of protocols to ensure its responsible and effective application in healthcare education settings.

This chapter draws on the project “Children's data and privacy online: growing up in a digital age”, funded by the UK's data protection authority. It takes a child‐centered approach, prioritizing children's voices, experiences, and rights within a wider framework of evidence‐based policy development. Children's digital literacy plays an important part in how children understand, manage, and safeguard their privacy. The chapter presents a table that provides a summary of the results of the systematic evidence mapping of recent empirical research on children's understanding of their privacy online. It suggests that children give considerable thought to interpersonal privacy, although they may struggle with how to negotiate sharing or withholding personal information in networked contexts that demand they trade privacy for opportunities for participation, self‐expression, and belonging. Improving children's data and privacy literacy is a demanding media education task in its own right.